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Ages 5 to 8 * F&P Text Level Gradient: Q
Lexile® Measure: NC800L
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CL ASSROOM GUIDE
BEFORE READING
PICTURE THIS
Instruct students to visit the websites for the National Park Service (www.nps.gov) and the National Archives
(www.archives.gov) to look for archival photographs of the Statue of Liberty, Ellis Island, and immigration documents.
Using the following worksheet created by the National Archives, have each student analyze one of the photos they
find:
https://www.archives.gov/files/education/lessons/worksheets/photo_analysis_worksheet.pdf
As part of their analysis, students should answer the following:
Extension activity: Challenge your students to write a short story inspired by an archival photograph they find.
ACTUAL SIZE
French sculptor Frederic Auguste Bartholdi designed the Statue of Liberty to be a colossus. To convey a sense of the size
of the statue, share some of the following measurements with students to help them understand the dimensions. Start
with ones that are easier to show, such as the width of the mouth or the distance between the eyes. Then have students
determine a unit of measurement scaled to the actual dimensions of the statue. For example, one-eighth of an inch might
equal one foot. Have them explore various units of measurement and create a model of the statue’s hand or head using a
scale they create.
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CL ASSROOM GUIDE
As a follow-up activity, have students compute the following based on the timeline:
• The difference in number of years between the date Bartholdi was hired and the date the statue was completed
• The difference between the date the statue was completed and the date it arrived in New York Harbor
• The difference between the date the statue arrived in New York Harbor and the date it was dedicated
• The difference between the date when the statue was dedicated and the date when it became a national
monument
Discuss any surprises that arise from the timeline.
Then, share the illustrations with other children across the country. Take a photo of the illustrations and post on Twitter or
Instagram (if your profile is public) with the hashtag #HerRightFoot. If you prefer not to post on social media, you may
share your students’ projects by scanning or take a photo of the illustration(s). Alternatively you can mail a copy of the
illustration to:
Dave Eggers, c/o Chronicle Books, 680 Second St., San Francisco, CA 94107
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CL ASSROOM GUIDE
AFTER READING
THE SYMBOLS OF THE STATUE OF LIBERTY
A symbol is an object that is used to represent something else. Lady Liberty is a symbol that signifies hope and freedom.
However, the Statue of Liberty also features many other symbols, such as the seven spikes on the crown which represent
the seven continents and seas, or the torch which functions as a symbol of enlightenment. Have students discuss other
symbols featured on the Statue of Liberty, such as:
Distribute photocopies of an image of the Statue of Liberty. Have students label the symbols on the Statue of Liberty and
write down each symbol’s meaning.
WHO AM I?
Many people were involved in the design, creation, and funding of the Statue of Liberty. Instruct students to select one
of the following names and conduct research about who the person was and the role they played in helping realize the
creation of Statue of Liberty:
• Edouard de Laboulaye
• Frederic Auguste Bartholdi
• Gustav Eiffel
• Emma Lazarus
• Richard Morris Hunt
• Joseph Pulitzer
• Thomas Edison
• Grover Cleveland
Have each student present their information to the class speaking from the point-of-view of the individual they researched.
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CL ASSROOM GUIDE
After reading Her Right Foot, discuss with students the portion of the book that focuses on immigration. Then show the
class the below photograph of immigrants looking at the Statue of Liberty. Ask students to ponder who these people are
and what they are looking at.
Next have students generate between three and five reasons why someone might leave their home and come to
America. Tell students that years ago immigrants were limited in the number of personal items they could bring with
them on the boat. Ask students to list the five items they would bring with them if they were immigrating to this
country. Finally, ask students to select one item in particular and write about its significance in their life and why they
would choose to bring it.
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CL ASSROOM GUIDE
FOUND POEM
In 1883, Emma Lazarus wrote a sonnet called “The New Colossus” that was donated to an auction in order to raise
money to build the Statue of Liberty’s pedestal. The lines of the poem were later inscribed on a bronze plaque located in
the museum on Liberty Island. Read and discuss Lazarus’s poem. Ask students if they’ve heard any lines from the poem
before, and to share their thoughts about the poem’s meaning.
Next, have students create their own poem using words and phrases from Her Right Foot. Reread the book and ask
students to identify any words or phrases they find interesting or especially descriptive of the Statue of Liberty. Write
these on chart paper. At the conclusion of the book, revisit the words and phrases and have students discuss whether they
want to keep or eliminate any of them. Remind them to keep in mind that the words should relate to each other or focus
on one aspect of the Statue of Liberty. Read through the words that remain and then arrange them so that they make a
rhythm. The words could be spaced out so that they are all alone or theycouldallruntogether.
OR key words or phrases could be
put
on lines
by themselves.
The poem may even be stacked so that it is tall or shaped like the Statue of Liberty. Certain words could be emphasized
by making them bold or using italics, different sizes, or colors. Finally, have students determine how they want to present
the poem to the class—read by one individual, in unison, or performed as a piece of reader’s theater.
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ABOUT THE AUTHOR AND ILLUSTRATOR
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